Journal of Research in Medical Education
Year:2024 | Volume:15 | Issue:4|Papers Count:8

2Introduction: Electronic learning environments are used by most medical schools in the world. In designing any electronic learning environment, components such as learner characteristics, teacher's role, curriculum approach, teaching-learning process should be considered, but the role of teachers and their teaching skills in the virtual environment is very important, espicially in the success of e-learning and the retention of students in this environment. The aim of this study was to explain the role of medical teachers of Guilan University of Medical Sciences in electronic learning environments. Methods: In this qualitative content analysis study, 15 medical teachers and medical students with experience in virtual education during 2021-2022 were selected by purposive sampling method. The data were collected over 14 months using semi-structured interviews and were coded through MAXQDA20 software. To extract categories, the content analysis approach based on Graneheim and Lundman was used. To ensure rigour in the study, Guba and Lincoln's assessment criteria were used. Results: Analysis of the data identified teachers’ presence-cognitive theme in electronic learning environments with its main categories, including designing appropriate teaching process (subcategories: using virtual education in appropriate courses, designing appropriate teaching content, revision in students’ evaluation, and using appropriate teaching methods to facilitate learning), and the teacher's participation in creating a sense of belonging to the e-learning environment (subcategories: the effective presence of the teachers, the social presence of the teachers, the educational leadership, and creating a sense of belonging in the students) as central roles. Conclusion: According to the results, one of the most important roles of medical teachers in e-learning environments is familiarizing them with virtual teaching skills, cognitive presence and attention to sense of belonging to the environment in students.Therefore, university administrators should provide sufficient resources to manage e-learning environments, eliminating official and structural barriers, motivating faculty members to use electronic education systems and empower them with virtual teaching skills.

2Introduction: Simulation-based training is a method of creating an educational experience without being present in a real environment. Recently, this method has become a priority in medical education, particularly in the context of patient safety. It is important to address the competencies of instructors in simulation-based education alongside the advantages and limitations of this method. Therefore, the aim of this study is to identify the components of competency for medical education instructors in simulation-based training. Methods: This phenomenological qualitative study by using Semi-structured interviews with 8 medical education instructors who were selected through Purposive sampling method was conducted (from 23 October 2022 to 20 February 2023). Interviews were analyzed using the seven-step Colaizzi method. Then the identified concepts were coded using MAXQDA 20software. Results: After analyzing data, 115 primary codes, 18 sub-themes and 4 main themes including: personal competence (self-directed learning and teacher's attitude), professional knowledge competence (professional development and instructional design skill), professional skill competence (participation, collaborate and purposeful use of simulation) and assessment competence          (skill assessment and continuous improvement) were identified. Conclusion: Medical education instructors need to be empowered for using simulation-based education. The indicators identified in this research can be used to improving the competences of them.

2Introduction: According to studies, conventional teaching methods such as lectures are not effective for learning theoretical subjects, and it is necessary to use new teaching methods such as Cooperative teaching. The purpose of this study was to compare the learning and satisfaction of medical students with two methods of lecture and Cooperative learning. Methods: This quasi-experimental study was conducted on 90 students of Hamadan University of Medical Sciences for the theoretical course of “subjects Interpretation of the Holy Quran” in 2023. Students were randomly divided into two groups: intervention (Cooperative learning) and control (lecture). The educational content, lecturer and number of sessions were the same for both groups. The study instrument consisted of two researcher-made questionnaires to measure the level of learning (with 15 questions) and to measure the level of student satisfaction (with 17 questions). The validity and reliability of both questionnaires were confirmed. A pre-test and a post-test were conducted to compare the learning rate of the two groups. Data were analyzed using descriptive and analytical statistical tests (independent t test and one-sample t test) using STATA version 14 statistical software. Results: The age range of the participants in both groups was from 19 to 21 years, and there was no statistically significant difference between the mean age in the two groups (p=0.952). The learning rate in the Cooperative learning group (10/80±2/19) was significantly higher than the lecture method (6/26±2/67) (p<0.05)). The mean and standard deviation of the satisfaction criterion of the Cooperative learning group was equal to 3/69±0/33 (out of 5 points). The satisfaction rate of students in the content areas of the course, the assignments presented, and the content produced were 74/03%, 38.88%and 88/46%, respectively. The highest mean satisfaction was related to the range of content produced (p<0.05). Conclusion: According to the findings of the present study, the learning and satisfaction of students in the Cooperative teaching method was higher than in the lecture method. Therefore, the use of this method as one of the complementary methods to present the Subjects Interpretation of the Holy Quran course is recommended to teachers.

2Introduction: One of the biggest challenges in the training of operating room students is to provide an effective teaching method in the course of familiarizing them with the operating room equipment and using these tools in the clinical setting. Therefore, this research was conducted with the aim of comparing the effect of scenario-based training through face-to-face and blended methods on the learning rate of operating room students. Method: This is a quasi-experimental study that was conducted in the form of a pre-test and post-test on 40 operating room students of Jahrom University of Medical Sciences who were selected by census method in 2021-22. Then, the scores obtained from the tests were analyzed using descriptive statistics (mean and standard deviation) and analytical statistics (paired and independent t-test) through SPSS 21 software. Results: The Mean age of students through face-to-face training was 19.45±0.68 and the mean age of students in blended training was 19.35±0.60 The results indicated that the mean score of the blended method (15.82±1.91)   was significantly higher than the mean score of face-to-face method (13.47±3.03) after training (p=0.009). Also, in blended training, the mean score of post-test (15.82±1.91) was significantly higher than the mean score of pre-test (13.76±0.88) (p˂0.001). However, there was no significant difference between mean score of pre-test and post- test in face-to-face training. Conclusion: The findings indicated that the use of the blended method has increased the operating room students' mean scores and learning level. Therefore, considering the effectiveness of this training method, it is suggested that other instructors also use this training method to increase the students' learning.

2Introduction: The evaluation of Ph.D. students is one of the main parts of their curriculum, and the comprehensive exam is held with the aim of evaluating the abilities acquired in the educational stage and verifying the qualification and ability to carry out research activities. The purpose of this research is to identify the challenges of holding the comprehensive exam of Ph.D students in the medical sciences universities (Iran) and to provide appropriate suggestions. Methods: The research approach was qualitative and the research method was conventional content analysis (inductive) and the type of study was applied. Participants included the members of the board of examiners in each specialized field with different positions and degrees, Ph.D. students who passed the comprehensive exam, as well as educational staffs in the 7th area of health education like Isfahan University of Medical Sciences, Kashan University of Medical Sciences, Yazd University of Medical Sciences and Shahrekord University of Medical Sciences.  Sampling was Purposive and heterogeneous with maximum diversity to obtain different views. In the present study, after 17 interviews, no new data was obtained; however, to be sure, 3 other participants were also interviewed (20 participants). Graneheim and Lundman's 5-stage model was used for data analysis, and Lincoln and Guba criteria were used to measure the trustworthiness of data. Result: The data were classified in 41 codes, 9 subcategories and 3 main categories in the challenges section and in 48 codes, 13 subcategories and 3 main categories in the solutions section. The main concepts about the challenges of conducting a comprehensive Ph.D. exam including macro-policy and planning, the limitations of laws and weak planning, and the problems of the people involved in the exam, as well as the main concepts about the solutions to optimize the conduct of a comprehensive Ph.D exam, including solutions before entering students for the Ph.D course, the solutions related to the comprehensive exam, and the solutions related to the duration of the Ph.D course. Conclusion: The challenges of holding a comprehensive exam for Ph.D students in health are multifaceted and require a comprehensive approach to address them. By carefully paying attention to these challenges and implementing solutions at the micro and macro levels, the educational system can better achieve the main mission and goal of holding the comprehensive and at the same time evaluate the students' readiness to enter the research course more accurately.

2Introduction: Nursing students in clinical setting are faced with various stressors that can affect their performance and clinical self-efficacy and create problems in training skilled and self- efficacious nurses. Therefore, the present study was conducted with the aim of determining the relationship between clinical self-efficacy and psychological stress in nursing students of Hamadan University of Medical Sciences in 2022. Methods: In this descriptive cross-sectional study, from 350 nursing students of Hamadan University of Medical Sciences, 218 people were included in the study by stratified random sampling method in 2022. Data collection tools included: demographic characteristics checklist, clinical self-efficacy questionnaire and Cohen's psychological stress in clinical setting questionnaire. Data were analyzed by descriptive statistics, Pearson correlation coefficient, one-way ANOVA, paired and independent t-test, Kruskal-Wallis and Mann-U-Whitney in SPSS (25). Results: The mean age of students was 23.86±4.22 years. The results showed that the average clinical self-efficacy scores of the students was 65.81±11.05, which was in the weak range and their psychological stress in the clinical setting was 63.92±13.70, which indicated high stress in them. It was also found that there is a reverse and significant statistical relationship between clinical self-efficacy and psychological stress in clinical setting (r= - 0.25, P < 0.001). Conclusion: Clinical self-efficacy can play a significant role as a protective factor on the level of psychological stress of nursing students in clinical settings. Considering that a significant part of nursing students' learning takes place in clinical settings, paying attention to reducing students' psychological stress in these settings and subsequently improving their clinical self-efficacy is particularly important.

2Introduction: Choosing the appropriate teaching method that can cause meaningful and effective learning for learners is very important. The present study was conducted with the aim of investigating the effect of conceptual map on the process of study in nursing students in intensive care unit internship. Methods: This is a Quasi-experimental study.  Participants consist of 36 nursing students of Bandar Gaz Azad University, who were doing ICU internship and were selected by census method in 2023. The students were assigned to two groups of intervention and control. The students of the experimental groups were trained in the ICU department for 40 hours using a concept map. Questionnaires, including demographic information and revised two-factor study approach questionnaire, were completed before the start of the internship and on the last day of the internship by the students of the experimental and control groups. Data were analyzed using U-Man- Whitney and T. Welch tests through SPSS( 21). Results: Totally, 36 students with the age of (20-22) participated in this study. There was no significant differece between two groups regarding age, gender, mean score in the 7th semester and mean score on the pre-test. The results showed that the average score of the study process before the intervention was 65.05±8.18 in the experimental group and  60.55± 2.91 in the control group. Also, the average score of the study process in the test group after the intervention (68.83±6.38) was significantly higher than the control group (60.05±2.99) (p= 0.02 , t=-2.43).  Conclusion: The score of the study process increased in students who received training with concept map; therefore, the concept map method promotes the meaningful learning of students and can be used in basic courses that require high-level learning.

2Introduction: Curriculum Pattern Based on Social Accountability has important role on peopleʹs health and community. Unfortunately, In Iran's medical education system, there is a weakness in responding to the needs of society. The purpose of this study was to design and validate a clinical education curriculum model based on social accountability for general medicine students. Methods: A sequential exploratory mixed- method approach was used to conduct this study at Tabriz University of Medical Sciences in 2022, combining qualitative and quantitative methods. In order to collect data in the qualitative part, inductive content analysis method including: (studying previous documents, scientific texts and semi- structured interviews with 14 experts and specialists and 5 general practitioners until information saturation was reached ,used. and in the quantitative part, a questionnaire prepared by the researcher was used. The model was validated by obtaining opinions from 15 experts using a purposeful and criteria- based method by estimating content validity ratio (CVR) . Results: In the qualitative phase, the extracted codes  were categorized in 4 main concepts including (goal.content,teaching and learning methods and evaluation methods), 13 main categories  and 114 subcategories.Findings lead to identifying characteristics of fair pattern of Clinical Education Curriculum Pattern for General Medicine Course based on social accountability approach in four elements of Tyler's model. In the quantitative phase, the designed model's components and elements underwent validation through expert agreement and received approval with a content validity ratio of CVR=0.81. Conclusion: In the proposed pattern, the clinical competencies required by general practitioners were the main focus of designing, explaining and describing curriculum elements based on social accountability approach. It is suggested that medical school officials and curriculum planners use the proposed model in designing the curriculum of general medicine courses.